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Culture Learning of Sojourning ELTs

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by

Jeremy Slagoski

on 3 December 2016

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Transcript of Culture Learning of Sojourning ELTs

National Culture
Classroom Culture
Host Institution Culture
Professional-Academic Culture
International-Education Culture
Foreign colleagues
Foreign ELTs
Tourists & Sojourners
Immigrants
Japanese Culture
Korean Culture
Co-teachers
Significant others

Main purpose for travel
Language learning
Popular culture
Home for John

Government-sponsored programs
JET Program, EPIK, GEPIK
Co-teachers
Phil's predecessor
Social media
John & the first year
Private institutions
Eikaiwa gakko
&
hagwon
No co-teachers
Transient local & foreign teachers
Co-teachers as role models
More independence in
hagwon
More responsibility in university
MA TESOL Programs
(Sophie, John, Dionne)

Professional Teaching Organizations
(John)

Japanese & Korean society's views on ELT
Japanese & Korean Ministries of Education
Other ELTs in Japan & Korea
Other bloggers in Japan & Korea
Sophie's friend in the US military
Luke's colleagues from his home state/university
John's current status
Sophie's potential status
Other bloggers
Who?
Why?
How?
Case Study Method (Yin, 2009, p.57)
Blog Data & Interview Data
Phil
Sophie
John
Luke
Dionne
Professional Development
Recommendations for Future Research
“[A]lthough teachers do, in fact, engage in the sort of theorizing captured in the construct of praxis, whether as part of officially sanctioned professional development programs or through self-initiated professional activities, a critical challenge for L2 teacher education is to create public spaces that make visible how L2 teachers make sense of and use the disciplinary knowledge that has informed and will continue to inform L2 teacher education” (Johnson, 2006)
Final Thought
Host Culture
Complex
(Holliday, 1994)
John: JET > university,
12 years
Phil: JET for 3 years
Sophie: 3 years in
private English programs
Phil: GEPIK
2 years
Dionne: EPIK > university
2 years
Sociocultural Adaptation Scale to quantitatively measure cultural learning
Sojourning ELTs in and/or from other cultures
Issues of race, ethnicity, and gender
Reverse culture shock
Professional identity, cultural identity, and identity change of sojourning ELTs
Intercultural sensitivity over time
How does one's cultural learning help inform pedagogical decisions in the English language classroom?
https://sojourningelts.wordpress.com/
@jdslagoski
slagoski@siu.edu
Questions or Comments?
Full transcript